Studying the Impact of Cognitive Insight on Academic Achievement in Literacy Programs

Abstract

Understanding cognizance is crucial; it highlights how individuals analyse and understand information. Meanwhile, adult learning and literacy are essential for personal and social development. This research aims to study the effect of cognizance on academic achievement among novice learners in literacy programs in Morocco. The research sample consisted of 560 male and female learners, using the cognizance scale for the novice learner. The results of the research revealed that there are statistically significant correlations between cognizance and academic achievement among novice learners in literacy programs. This result demonstrates that new learners in literacy programs have the ability to progress and learn independently, even when faced with new challenges while learning to read, write and in mathematics. They can deal with these challenges through self-representation, self-control, self-adaptation, and understanding their own abilities (cognizance). This research can contribute to improving education and developing educational programs to enhance cognizance and adult learning. It can also contribute to developing effective strategies to combat illiteracy and enhance comprehensive human understanding, strengthening society through increased knowledge and cultural awareness. KEYWORDS adult learning, academic performance, self-functioning competencies, self-representation, self-directed learning, self-regulation